Elementary School. Documenting Democracy: The United States Constitution Elementary School Lesson Plan

Transcription

1 Documenting Democracy: The United States Constitution Lesson Plan Introducing the Constitution to younger students presents a valuable opportunity to build not only knowledge of the founding documents but also their sense of civic understanding and appreciation. A basic explanation of the American Revolution is a good place to start before leading students through the framework of the Constitution and how it is relevant to their everyday lives. Following from this background instruction, you can bring the topic to life through engaging activities students can pursue both in the classroom and in their local communities. Goal: To gain a basic understanding of how the Constitution was created, how it is structured, and how it applies to students present-day lives. Curriculum Links: This lesson plan would be useful for history, social studies, and civics courses, and will complement course units on American government. National Standards: This lesson plan is linked to state history standards in all 50 states and the District of Columbia and is most relevant to the following thematic strands of the National Council for the Social Studies curriculum standards: II Time, Continuity, and Change V Individuals, Groups, and Institutions VI Power, Authority, and Governance X Civic Ideals and Practices Introduction to Educator: Provide students with a brief background on the Constitution* if your class has not already studied it (or needs a refresher), or simply use the lesson plan ideas below as a supplement to your course units on the Constitution. Lead your class through the thought process behind the purpose of writing a constitution. Depending upon your students reading level, the following paragraph may be read aloud by a student in class. A constitution is an agreed-upon set of rules and laws that tells people how their government is set up, what their government can do, and what their government can t do. In the United States today, every state has a constitution. Some organizations have constitutions. The most famous constitution in America is the U.S. Constitution. It is the most important one, too, for all Americans. In 1787, when our Constitution was written, very few countries had a constitution. Rules and laws could be created and changed by the king or other people in charge. Great Britain had a constitution, but it was made up of a lot of different documents containing different rules. It also included customs, which was confusing. In the United States, leaders now known as the Founding Fathers believed that it was necessary to write down in one document the most important rules for governing our new nation. These rules were so important that the Founding Fathers made sure they couldn t be changed easily. Today, many countries have a written constitution. 1. What is a constitution? 2. Who were the Founding Fathers? 3. Why do you think the Founding Fathers believed that rules about government should be written down? 4. Do you agree or disagree? Why or why not? * Read introduction section on the U.S. Constitution lesson plans in this manual for a brief background or consult Betsy and Giulio Maestro s A More Perfect Union: The Story of Our Constitution (William & Morrow, 1991). We also recommend Joy Hakim s A History of U.S., Volume 3, From Colonies to Country (Oxford University Press, 2003). IIlustrations provided from The Constitution of the United States of America, inscribed and illustrated by Sam Fink. Courtesy of Welcome Books

2 Activity #1: Power Words The Constitution Quest Supplies needed: Notecards, pens/pencils and paper, small containers, bags, or ribbon to hold clues for the quest (plastic eggs from an egg hunt would be a good option or rolled-up paper tied with colorful ribbon). Start this activity by defining the terms below (or age-appropriate terms pertaining to the Constitution) with the larger class or group. Provide each student with written definitions after the discussion and have them study the terms so they are familiar with the definitions. Break up the students into groups of four. In an open school or outdoor space, hide the terms below, without definitions, in containers or tied with ribbon. Tell students ahead of time how many terms have been hidden. Send students on a scavenger hunt to find the terms, and reconvene with the larger group when they have all been discovered. Have the students define the terms from memory in their groups and present them out loud. Tally up the numbers of correct definitions. Present the group with the most correct answers with a small prize or treat. constitution president Constitutional Convention U.S. Congress delegate citizen senator Articles of Confederation Representative Bill of Rights taxation Separation of Power Founding Fathers Supreme Court federal government checks and balances amendment Activity #2: Three C s: Constitution, Cooperation, Compromise (A Life Skill Lesson) Teaching the Constitution presents many opportunities for life skill lessons for elementary students, such as explaining the value and meaning of compromise. Explain to students that the Constitution was the product of great debate in which all states had to give up some of what they wanted for the sake of the whole the common good. There were two major plans presented by the delegates, though together they finally agreed on a third. Virginia Plan: This plan was favored by bigger states. It focused on building one strong federal government. Representation was based on the size of a state s population. New Jersey Plan: This plan gave each state equal representation regardless of population. The Connecticut Plan: Known later as the Great Compromise, this plan established the Senate, in which each state would have two senators, and the House, where representation would be based on population. 1. In 1787, Virginia was one of the biggest states with many residents. Why do you think it wanted representation to be based on population size? 2. If you had been a delegate at the Constitutional Convention, which plan would you have chosen? Why? 3. What are some situations in your own life in which you have had to compromise? What was the benefit for you? For others? 4. Bonus question: Which Founding Father proposed the Great Compromise? Where did he live? What is his state s motto?

3 Activity #3: The Roles and Responsibilities of Government One of the most important aspects of the U.S. Constitution is that it established the role of the federal government, breaking down its responsibilities into three distinct branches. Provide students with the helpful chart below and lead a discussion of the three branches of government and their roles. Create three columns on the blackboard or computer with each of the three branches, and list the rights and responsibilities of each one. 1. Based on the chart below what are the three branches of government established by the Constitution? Why do you think the authors of the Constitution created these branches? Why doesn t the President just run everything? 2. Do you think our country needs a constitution? What if the United States had no rules at all? What would happen if the rules changed frequently? 3. Discuss how the Constitution set up centralized rules, called the federal government, so that some rules will be the same from state to state. For example, as you travel from one state to another, the currency is the same, there are post offices that carry letters and packages across states, and there are armed forces that represent the entire nation. Why is this important? What would the Unites States be like, for example, if each state had its own form of currency? 4. Bonus question: If you were going to work for one of these three branches of government, which would it be? (Citation: This graphic is borrowed from the excellent and informative Ben s Guide to U.S. Government for Kids, available at Post-Discussion Activity: Break students up into groups of four or five, and then distribute the following challenge to each group. Have them present their answers at the end of class. After all of the presentations have been delivered, ask the students to discuss highlights from each presentation. Quick! The country has just passed a new law: every school must form its own constitution and submit it to the state government by the end of the week. Luckily, your group has some knowledge, so your principal has called upon you to help with this task. Working together with your group, write up ten rules that will be included in your school constitution. Be sure to remember the most important thing the framers of the U.S. Constitution realized during the Constitutional Convention: it s important to compromise!

4 Activity #4: We the People Art Project Introduce students to the Preamble to the Constitution. Distribute a copy of the Preamble or write it on the board and lead a discussion of the phrase We the people of the United States, and a basic definition of democracy. Explain that in 1787, when the Constitution was written, primarily white men were included in the idea of We the people. Today, that notion has changed to include women and people of all races and ethnicities. Following this discussion, ask students to create a painting or drawing which represents their vision of who We the people of the United States are, and what the phrase means to them. You can also have students write poems to explore this topic, with the guideline that their poems must start with the words, We the People. Have students explain their creations to the larger class or group and display them on your class bulletin boards or in the hallway.

5 Activity #5: Oral History Project (Local history application) In class, explain to students the roles and responsibilities of the President. Then, ask them to interview an older family member, friend, or member of their community about the presidents they remember or admire. Ask this person the following questions, and write down the answers to share with the larger class in short presentations. 1. Which president do you think has been most important in U.S. history? Why? 2. During which era of American history did this president live? What were the most important issues this president faced? 3. What are the three qualities you think are most important for presidents to have? What are their most important roles and responsibilities? Activity #6: The Constitution at Work (Local history application) Find a lawyer, public advocate, or other civic official in your community who uses the Constitution in some way for their job. Invite them to come to your school to discuss with students how the Constitution relates to the job they perform, and to everyday life. Sam Fink has brought his extraordinary illustrative talent to The Constitution of the United States of America, now available from Random House & Welcome Books. He brings this complicated document to life, along with the underlying issues in the articles, the Bill of Rights and all of the subsequent amendments. For more information on this book, go to /constitution.